A Metaphorical Insight into Educational Planning

Date01 March 1991
Published date01 March 1991
DOIhttps://doi.org/10.1108/09578239110136456
AuthorDan E. Inbar
Subject MatterEducation
Educational
Planning
23
A Metaphorical Insight into
Educational Planning
Dan E. Inbar
The Hebrew University of Jerusalem, Israel
One of
the
greatest weaknesses
in
literature about educational planning
has
been
the
striking lack
of precision
in
the use of the term
"planning'',
despite the various
definitions[1], and even in what constitutes the concept. In 1973 Wildavsky
questioned the multi-meaning of the concept by asking:
'
'If planning means
everything, maybe it means nothing"[2]. Most educational planning problems
can be described, using Rittel and Webber's distinctions[3], as wicked: they do
not have clear end rules, have no immediate ultimate tests, and are mostly
symptomatic of other problems. These types of problems rest on value-based
judgement and their clear unequivocal formulation is difficult. Consequently, the
lack of precise descriptive language for them cannot be considered just scientific
negligence, but rather
a
function of the dilemmas inherent
in
the
planning
process.
Hence, it is not surprising that the processes studied under the label of planning
have been
varied[4].
As a scientific field of
study,
educational planners who must
develop some insight into their own idiom are confronted with these inherent
difficulties.
This is where the following discussion comes in. It invites consideration of
an alternative way of thinking about educational planning. It offers a linguistic
mirror
to
the
way people
perceive the whole
planning process and its
intermediate
product, the
plan
itself.
In the
discussion
we will
first
develop the relations
between
planning and symbols, then we will discuss the roots of metaphorical images,
continuing
by
generating and analysing
11
metaphors. Finally, we
will
summarise
the discussion by developing a conceptual frame for the metaphorical analysis,
ending with proposing a future research agenda in this field.
Planning: Symbols and Meaning
We will view educational planning as a process of communication, oriented to
future change of present situations. Accordingly, we will consider educational
planning as a process whereby communication of shared symbols creates intent.
Plans can thus be seen as the formal utterance of the planning message, a set
of symbols embodying some articulated attitude. These symbols which reflect
the very content of the plan expose its message to perceptual variations,
ambiguous meanings and a diversity of implications. Such planning processes
can include different types of plans which are intended to bring about desired
change. They might convey structural changes on a national, district and school
level, desegregation programmes, development of new educational projects,
curriculum changes in teachers' training or in-service programmes.
This article is based on the opening plenary lecture delivered at the International Society for
Educational Planning 18th Annual Conference, OISE, Toronto, October 1987.
Journal of Educational
Administration, Vol. 29 No. 3. 1991.
pp.
23-37. © MCB University
Press, 0957-8234

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